UNIT PLAN 2014-2015 Colegio Granadino

Unit Title: Musical Sense Development

Email to rperskie@granadino.edu.co OR jhunt@granadino.edu.co
Teacher Germn Camilo Salazar
Grade 8
Subject Music
Quarter/Trimest 1
er

Stage 1 Desired Results

ESTABLISHED GOALS
Standard 4. Reads and notates music
MC8.4.1 Reads a writes phrases using note, half note,
quarter note, eight note, sixteenth note, triplets, rests and
its possible combinations in binary and ternary measures
Standard 6 - Understands the relationship between
music and history and culture.
MC8.6.1 Identifies historical facts in music and establish
relation with current events
MC8.6.2 Knows and understands the historical
background of academic music
MC8.6.4 Understands the relationship between music and
arts, politics, economics and society.
Standard 7: Develops ear skills
MC8.7.1 Identifies easy technical elements of music by
listening to them
Transfer
Students will be able to independently use their learning to
The student will be capable to appreciate and understand any
artwork with clear aesthetic and technical criteria; he will
develop creative skills to find solutions, break models and
paradigms and open his outlook to the surrounding world; the
sensibility acquired will help him to asses and value the work
and effort made by others and to work in a team. The developed
understandings will have an evident impact in his motor skills,
coordination, sense of aesthetics, use of space and time, abilities
and mastery of public speaking. The cultural and technological
knowledge and understanding will enable the student to be in
the forefront of the social, academic and scientific progress, this
being a cornerstone in the training of a leader

MC8.7.3 Writes a long rhythmic phrase after listening

Specific content Meaning

UNDERSTANDINGS ESSENTIAL QUESTIONS
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Students will understand that How does musical writing

th
7 Grade short review What are the BIG IDEAS? system come from?
How accurate can be this
Musical Writing: Rhythm
The formal musical writing system?
system is designed to have
Whole note
Half note a complete written record of
Quarter note all elements that intervene
Eight note in music.
Sixteenth note
Triplets What specific
Rests understandings about them
Combinations are desired?
Binary and ternary measures.
The student will understand the
Ear Training
general working of musical
4/4, 3/4, 2/4, 6/8, 3/8 dictation
grammar and music theory and
with whole note, half note,
will apply easy concepts to music
quarter note, eight note,
sixteenth note, triplets, rests
performance.
and combinations
The student can write an easy
rhythm part using multiple
elements of formal writing.

What misunderstandings are

predictable.

The relation between notes and its

length, and the meaning of some
musical symbols is something may
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be reinforced several times in the
first stages of the work.
Acquisition
Students will know
What key knowledge will
students acquire as a result
of this unit?
The student will understand the
general working of musical grammar
and music theory and will apply easy recreate patterns and rhythmic
concepts to music performance.
What should they eventually
be able to do as result of
such Knowledge.
-The student is able to read and
play an easy percussion score
including several features such as
dynamics, or articulation and more
complex note values.
-The student is able to write an
easy part after listening to it
Students will be skilled at
What key skills will students
acquire as a result of this
unit?
-The student will acquire rhythmic
sense and ability to create and
bases.
- The student will develop ability
to coordinate what he sees with
what he should play, develop the
corporal association and
dissociation and will learn to
coordinate his work with his
partners.
- The student will develop
skill at construe and
interpret symbols and
search for its meaning.
What should they
eventually be able to do as
result of such Knowledge?
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-The student will be able to play

easy rhythmic phrases by sight.
-The student will be able to play
two and three different lines
simultaneously with his body.
- the student will be able to work
in an ensemble using his skills to
dock in a collaborated work.
- The developed skills will be
relevant in a lot of diary activities
which involve rhythmic sense,
such as dancing, swimming,
driving a car, etc.
Stage 2 Evidence
Evaluative Criteria Assessment Evidence
By what criteria will PERFORMANCE TASK(S):
performances of Rhythmic reading Activity
understanding be judged? Rhythmic ensemble in three parts
- Accurate performance of Composition of Rhythmic lines
exercises. Rhythmic reading in two voices
- Quality and Complexity of Rhythmic dictation Activity
the exercises created by
the student.
- Effort evidenced in the
results of their tasks
OTHER EVIDENCE:
Through what other evidence ( e.g quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?
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In groups the students will play a rhythmic ensemble with three

different voices provided by the teacher, they should look out for
elements that let them create an specific sound for each line. After
enough rehearsal they will record the exercise in video.

How will students reflect upon and self- assess their learning?

--The students will play a self ensemble provided by the teacher

with three different lines using both hands and a foot, they will
record it in a video. Then they will create their own exercise.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the
design:
W : Help the students know Where the unit is going and What is expected? Help the teacher know Where
the students are coming from (prior knowledge, interests) ?
H : Hook all the students and Hold their interest?
E : Equip students, help them Experience the key ideas and Explore the issues?
R : Provide opportunities to Rethink, and Revise their understanding and work ?
E : Allow students to Evaluate their work and its implications?
T : Be Tailored ( personalized ) to different needs, interests, and abilities of learners?
O : Be Organized to maximize initial and sustained engagement as well as effective learning?

Teachers explanation and guide.

Sensibilization games
Grupal Creative Proyect
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Individual Creative Proyect

Critical Music Audition
Video Assessment and Self Assessment
Consolidation Class Work with the topics and elements studied developing the ability to identify each
one by listening to it.